Curriculum is not enough

TLDR

Computer science education seeks to broaden participation in K‑12, with professional development seen as essential for attracting and effectively teaching underrepresented students and scaling initiatives nationwide. The paper introduces the Exploring Computer Science (ECS) professional development model and its underlying research. ECS is a research‑based professional development model designed to support teachers in teaching underrepresented students. ECS professional development positively impacts teachers' practice.

Abstract

In recent years, the computer science education community has shown strong commitment to broadening participation in computing in K-12 classrooms. Educational research highlights the critical role of professional development in supporting teachers to attract and effectively teach underrepresented students in computing. In this paper we present the Exploring Computer Science (ECS) professional development model and the research on which it is based. We also present findings about the impact of ECS professional development on teachers' practice. As computing education initiatives become increasingly concerned with scaling up from a regional to a nationwide presence, it is important to consider how the essential components of effective professional development can drive this reform.